Gifted Child Quarterly

Papers
(The TQCC of Gifted Child Quarterly is 6. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-05-01 to 2026-05-01.)
ArticleCitations
*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students37
The Talent Development Trajectory of a Persuasive Communicator: A Biological Anthropologist Becomes a Voice for Animal Justice29
Digging Deeper Into Arts-Intensive High Schools: Experiences, Outcomes, and Other Reflections From Artistically Gifted Alumni27
Longitudinal Study: Sources of Self-Efficacy Mediating Between Attention-Deficit/Hyperactivity Disorder Symptoms and Mathematics Self-Efficacy Level Among Gifted Students25
Smart But Maladapted? Differences in the Psychological Functioning of Intellectually Gifted Students Compared With Average-Ability Students21
School Well-Being during the COVID-19 Pandemic: A Study of Academic Motivation, Peer Connectednessss, and School Liking Among Gifted and Nonidentified Early Adolescents21
In Memoriam: Marcia Gentry, Scholar, Friend, Mentor, Mother, and Wife18
Mapping Success: A Retrospective Study of Talent Development Trajectories in Chemical Engineering17
Mapping the Trajectories of Women in Astronomy: Influences and Milestones in Talent Development15
Making a List Requires Checking it Twice: A Call for Empirical Evidence in Characteristics Lists14
Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence From Ratings of Primary Students in a Rural, Low Socioeconomic School13
*Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors13
Using Topic Modeling in Gifted Education Research: Drawing Insights From Open-Ended Survey Responses12
Conducting Collaborative Qualitative Analysis Remotely12
David Francis Lohman: A Life Shaped by Chance, Defined by Choice, and Sustained by Commitment12
Exploring the Relations Between Personality, Implicit Theories, and Subjective Well-Being Among High-Ability Undergraduate Students11
Perfectionism and Academic Burnout in High-Achieving Undergraduate Students9
Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation8
Parental Stress and Parental Self-Efficacy in Mothers and Fathers of Intellectually Gifted/ADHD Children and Adolescents8
Using Machine Learning for Identification: Development of the Cognitive Assessment Battery for Twice Exceptionality8
Validity Evidence of the HOPE Teacher Rating Scale-Arabic Version for Identifying Gifted Refugee Students8
Are Teacher Rating Scales of Gifted Student Behavior Just Measures of Personality?8
How You Identify Determines Who You Identify: The Implications of the Choice of Talent Measures, Norms, Cut-Offs, and Combination Rules on the Academic Profile and Diversity of Students Identified as 7
Likelihood of Whole-Grade or Subject Acceleration for Twice-Exceptional Students7
Differentiated Science With IVR: Effects on Gifted Students’ Engagement, Self-Regulation, and Scientific Creativity6
Evidence-Based Instructional Practices for Twice-Exceptional Students With Autism6
The Experience of Parenting Gifted Children: A Thematic Analysis of Interviews With Parents of Elementary-Age Children6
Perspectives of Parents of Highly and Profoundly Gifted Children Regarding Competence, Belonging, and Support Within a Sociocultural Context6
Reclaiming History: How the Marland Report Addressed Culturally, Linguistically, and Economically Diverse Students6
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